Assessment can be a tricky subject, particularly when considering assessment for children with SEND. Over the past few years, I have begun to question the way we assess children with learning differences through a neuro typical lens, often resulting in a negative view of the child. As practitioners, it seemed we were setting SMART targets and planning next steps in line with neurotypical goals which resulted in a deficit assessment of a child. I felt that there was a need to develop a strengths-based approach which celebrated a child’s individual learning profile.
Alongside this, the EYFS reforms mean providers have more autonomy in the assessment models they use. This is a welcome opportunity to rethink assessment models and consider an increasing strengths-based approach.
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